The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Tempos e Espaços em Educação (Online) |
Texto Completo: | https://periodicos.ufs.br/revtee/article/view/14447 |
Resumo: | This study aimed at investigating the effect of employing intensive reading (IR) authentic tasks as supplementary materials on reading comprehension development of Academic IELTS test takers within the framework of schema theory and three instructional models of reading strategies suggested by Pearson and Duke (2009). Participants of this study consist of 81 individuals comprising 41 male and 40 female language learners at pre-advanced level of English proficiency with the age range of 25 to 37 among which 42 were categorized as the experimental group which received IR treatment and the rest of 39 ,who are considered as control group, that did not receive IR treatment. The experimental group was further divided into two subgroups which each received the same IR authentic tasks with different instructional methods to teaching reading strategies. The results of an ANCOVA analysis illustrated a significant positive influence of authentic IR treatments on the development of participants' reading comprehension skills. However, an independent one-way t-test revealed that Pearson's and Duke's (2009) various instructional methods were not significantly influential on participants' final reading proficiency development. |
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The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test TakersIntensive reading; authentic materials; schema theory; reading comprehension instructional strategiesThis study aimed at investigating the effect of employing intensive reading (IR) authentic tasks as supplementary materials on reading comprehension development of Academic IELTS test takers within the framework of schema theory and three instructional models of reading strategies suggested by Pearson and Duke (2009). Participants of this study consist of 81 individuals comprising 41 male and 40 female language learners at pre-advanced level of English proficiency with the age range of 25 to 37 among which 42 were categorized as the experimental group which received IR treatment and the rest of 39 ,who are considered as control group, that did not receive IR treatment. The experimental group was further divided into two subgroups which each received the same IR authentic tasks with different instructional methods to teaching reading strategies. The results of an ANCOVA analysis illustrated a significant positive influence of authentic IR treatments on the development of participants' reading comprehension skills. However, an independent one-way t-test revealed that Pearson's and Duke's (2009) various instructional methods were not significantly influential on participants' final reading proficiency development.Revista Tempos e Espaços em Educação2020-09-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufs.br/revtee/article/view/1444710.20952/revtee.v13i32.14447Revista Tempos e Espaços em Educação; Vol. 13 Núm. 32 (2020): Publicação Contínua; 1-15Revista Tempos e Espaços em Educação; Vol. 13 No 32 (2020): Publicação Contínua; 1-15Revista Tempos e Espaços em Educação; v. 13 n. 32 (2020): Publicação Contínua; 1-15Revista Tempos e Espaços em Educação; Vol. 13 No. 32 (2020): Publicação Contínua; 1-152358-1425reponame:Revista Tempos e Espaços em Educação (Online)instname:Universidade Federal de Sergipe (UFS)instacron:UFSenghttps://periodicos.ufs.br/revtee/article/view/14447/10910Copyright (c) 2020 Revista Tempos e Espaços em Educaçãoinfo:eu-repo/semantics/openAccessShobeiry , Maria2022-02-13T19:01:58Zoai:ojs.ufs.emnuvens.com.br:article/14447Revistahttp://www.seer.ufs.br/index.php/revtee/indexPUBhttps://seer.ufs.br/index.php/revtee/oairevtee.ppged@gmail.com||diasalfrancio@hotmail.com||diasalfrancio@gmail.com2358-14251983-6597opendoar:2022-02-13T19:01:58Revista Tempos e Espaços em Educação (Online) - Universidade Federal de Sergipe (UFS)false |
dc.title.none.fl_str_mv |
The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers |
title |
The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers |
spellingShingle |
The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers Shobeiry , Maria Intensive reading; authentic materials; schema theory; reading comprehension instructional strategies |
title_short |
The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers |
title_full |
The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers |
title_fullStr |
The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers |
title_full_unstemmed |
The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers |
title_sort |
The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers |
author |
Shobeiry , Maria |
author_facet |
Shobeiry , Maria |
author_role |
author |
dc.contributor.author.fl_str_mv |
Shobeiry , Maria |
dc.subject.por.fl_str_mv |
Intensive reading; authentic materials; schema theory; reading comprehension instructional strategies |
topic |
Intensive reading; authentic materials; schema theory; reading comprehension instructional strategies |
description |
This study aimed at investigating the effect of employing intensive reading (IR) authentic tasks as supplementary materials on reading comprehension development of Academic IELTS test takers within the framework of schema theory and three instructional models of reading strategies suggested by Pearson and Duke (2009). Participants of this study consist of 81 individuals comprising 41 male and 40 female language learners at pre-advanced level of English proficiency with the age range of 25 to 37 among which 42 were categorized as the experimental group which received IR treatment and the rest of 39 ,who are considered as control group, that did not receive IR treatment. The experimental group was further divided into two subgroups which each received the same IR authentic tasks with different instructional methods to teaching reading strategies. The results of an ANCOVA analysis illustrated a significant positive influence of authentic IR treatments on the development of participants' reading comprehension skills. However, an independent one-way t-test revealed that Pearson's and Duke's (2009) various instructional methods were not significantly influential on participants' final reading proficiency development. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufs.br/revtee/article/view/14447 10.20952/revtee.v13i32.14447 |
url |
https://periodicos.ufs.br/revtee/article/view/14447 |
identifier_str_mv |
10.20952/revtee.v13i32.14447 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufs.br/revtee/article/view/14447/10910 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Tempos e Espaços em Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Tempos e Espaços em Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Tempos e Espaços em Educação |
publisher.none.fl_str_mv |
Revista Tempos e Espaços em Educação |
dc.source.none.fl_str_mv |
Revista Tempos e Espaços em Educação; Vol. 13 Núm. 32 (2020): Publicação Contínua; 1-15 Revista Tempos e Espaços em Educação; Vol. 13 No 32 (2020): Publicação Contínua; 1-15 Revista Tempos e Espaços em Educação; v. 13 n. 32 (2020): Publicação Contínua; 1-15 Revista Tempos e Espaços em Educação; Vol. 13 No. 32 (2020): Publicação Contínua; 1-15 2358-1425 reponame:Revista Tempos e Espaços em Educação (Online) instname:Universidade Federal de Sergipe (UFS) instacron:UFS |
instname_str |
Universidade Federal de Sergipe (UFS) |
instacron_str |
UFS |
institution |
UFS |
reponame_str |
Revista Tempos e Espaços em Educação (Online) |
collection |
Revista Tempos e Espaços em Educação (Online) |
repository.name.fl_str_mv |
Revista Tempos e Espaços em Educação (Online) - Universidade Federal de Sergipe (UFS) |
repository.mail.fl_str_mv |
revtee.ppged@gmail.com||diasalfrancio@hotmail.com||diasalfrancio@gmail.com |
_version_ |
1799875183345926144 |